Strand Unit
Place Value
The child should be enabled to:
| 1. |
Read, write and order whole numbers and decimals
- Examples: Number line with whole numbers only
- Order numbers, beginning with the smallest
- Number line with decimals
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| 2. |
Identify place value in whole numbers and decimals
- 8,345 – value of 8? Value of 3?
- 269.045 – value of 2? Value of 4? Value of 5?
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| 3. |
Round whole numbers to nearest ten, hundred and
thousand; round decimals to nearest whole number.
- Examples: 46
~ 50; 389 ~ 400 ; 48.7 ~ 49
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Strand Unit
Operations
| 1. |
Estimate sums, differences, products and quotients of
whole numbers.
Example: 450 x 9 = 4500
Estimate first – based on 450 x 10, then use
calculator.
|
| 2. |
Add and subtract whole numbers and decimals (to 3 decimal places) with and
without a calculator
Example 1: 56 +3.092 + 2.14
Example 2: 250 +58.004 +0.16
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| 3. |
Multiply a decimal (up to 3 places) by a whole number, with
and without a calculator
Example 1: 8.125 x 9
Example 2: 3.004 x 6
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| 4. |
Divide a 3 digit number by a 2 digit number (with and without
calculator)
Example 1: 269 – 27
Example 2: 304 -80
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| 5. |
Divide a decimal number by a whole number
Example 1: 75.6 – 4
Example 2: 80.3 – 9
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Strand Unit
Fractions
| 1. |
Compare and order fractions and identify equivalent forms of
fractions with denominators 2 –12.
- Make fraction wall
- Paper folding
|
| 2. |
Express improper fractions as mixed numbers and vice versa
and position on number line
Example 1: 22/5 = ?
Example 2: 1 8/9 = ?
|
| 3. |
Add simple fractions and simple mixed numbers
Example 1: ½ + 1/8 =
Example 2: 2 ¾ + 1 5/8 =
|
| 4. |
Subtract simple fractions and simple mixed numbers
Example 1: 6/9 – ½
Example 2: 3 ½ - 1 2/3
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| 5. |
Multiply a fraction by a whole number
Example 1: ¾ x 5
Example 2: ½ x 8
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| 6. |
Express tenths, hundredths and thousandths in decimal form
Example 1: 0.2 =
Example 2: 456/1000 =
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Strand
Decimals and Percentages
| 1. |
Develop an understanding of simple percentages and relate to
fractions and decimals
Example 1: 90% = fraction = decimal
Example 2: 25% = fraction = decimal
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| 2. |
Compare and order fractions and decimals
Order diagrammatically or on number line
Example 1: .3, .26, .09 (begin with the smallest)
Example 2: ¼, 3/5, 2/3 (begin with biggest)
|
| 3. |
Solve problems involving operations with
whole numbers, fractions, decimals and simple percentages.
Use diagrams; estimate and compute answers with a calculator
Example 1: Sean had £3.85. He spent ¼ of it. How much had he left?
Example 2: Paul had £4.20. He spent 15% of it. How much did he spend?
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Strand Unit
Number Theory
| 1. |
Identify simple prime and composite numbers.
A prime number is a number greater than 1 with only 2 divisors, itself and 1.
Use Sieve of Eratosthenes to identify prime numbers
Example 1: Pick out prime numbers in this set:
3, 6, 9, 11, 15.
Example 2: Pick out composite numbers in this set: 5, 8, 12, 14.
|
| 2. |
Investigate relationship between odd and even numbers.
0dd + 0dd = ? Even +
Even = ? Odd + Even = ?
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| 3. |
Identify square and rectangular numbers
Construct diagrams on geo-boards, peg-boards and squared paper to illustrate
square and rectangular numbers
Explore, compare and record these numbers
|
| 4. |
Identify factors and multiples
Example 1: List the multiples of 10
Example 2: List the factors of 39
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Strand Unit
Algebra
Directed Numbers
| 1. |
Identify positive and negative numbers in context
Discuss the idea of owing money, below par in golf, temperature, sea level
Refer to positive numbers as positive 7 and negative numbers as negative 8 etc
Record numbers with signs - +2 , - 4 etc
Rewind a video tape
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Strand Unit
Rules and Properties
| 1. |
Explore and discuss simple properties and rules about
brackets and priority of operation
Example 1: 10 + (4 +4) =
Example 2: (3 x 4) + 5 =
Example 3: 4 + 3 x 5 =
Example 4: 96 – 8 –12 =
|
| 2. |
Identify relationships and record verbal and simple symbolic
rules for number patterns.
Example 1: 2.0, 3.5, 5.0, 6.5, _, __
Example 2: 81, 27, 9, _ , _
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Strand Unit
Equations
| 1. |
Translate number sentences with a frame into a word problem
and vice versa
Example 1: How many teams of 4 can be made from a class of 28 children? 28 – 4
=
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| 2. |
Solve one step number sentences and equations
Example 1: 75 – 43 =
Example 2: 3.5 x ______ = 14
Example 3: 25% of ____ = 15.
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Shape and Space
Strand Unit
2 D Shapes
| 1. |
Name, explore and compare a wide variety of three and four
side figures in terms of size and number of angles, type and number of sides
(Trapezium, scalene triangle and regular hexagon).
|
| 2. |
Identify the properties of the circle. Examine area of circle
by counting square units.
|
| 3. |
Construct a circle of given radius or diameter
|
| 4. |
Tessellate combinations of 2D shapes
|
| 5. |
Classify shapes according to their lines of symmetry
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| 6. |
Use 2D shapes and properties to solve problems
Make a specified shape with Tangram shapes
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Strand Unit
3 D Shapes
| 1. |
Identify and examine 3D shapes
- Compare and record number of faces of 3D shapes
- Identify number of edges and vertices of 3D shapes
- Name the shape of faces
- Deconstruct 3D shapes into nets
- Draw the nets of 3D shapes
- Construct 3D shapes from nets
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Strand Unit
Lines and Angles
| 1. |
Recognise, classify and describe angles and relate angles to
shape and the environment
|
| 2. |
Measure and record angles as acute, reflex or right angles
and determine the number of such angles in relation to common regular shapes
|
| 3. |
Recognise angles in terms of rotation
|
| 4. |
Examine, measure and record the angles formed by the hands of
a clock at a variety of different times
|
| 5. |
Estimate, measure and construct angles in degrees
|
| 6. |
Explore the sum of angles in a triangle
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Strand Unit
Measures
Length
| 1. |
Select and use appropriate instruments of measurement
|
| 2. |
Estimate and measure length using appropriate metric units
|
| 3. |
Estimate and measure the perimeter of regular and irregular
shapes
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Area
| 1. |
Discover the area of a rectangle is length by breadth
|
| 2. |
Estimate and measure the area of regular and irregular 2D
shapes
|
| 3. |
Calculate area using square centimetres and metres
- Find area of square of side 9 cm
- Find area of rectangle of length 9 cm and width 5 cm
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| 4. |
Compare visually square metres and square centimetres
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Strand Unit
Weight
| 1. |
Select and use appropriate instruments of measurement
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| 2. |
Estimate and measure weight using appropriate metric units
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Strand Unit
Capacity
| 1. |
Select and use appropriate instruments of measurement
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| 2. |
Estimate and measure capacity using appropriate metric units
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Strand Unit
Time
| 1. |
Read and interpret timetables and 24 clock (digital and
analogue)
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| 2. |
Interpret and convert between times in 12 hour and 24 hour
format
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Strand Unit
Money
| 1. |
Compare value for money using unitary method
Example: Which is better value for money? 6
apples for 72 cent or 4 apples for
40 cent ?
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Strand Unit
Data
| 1. |
Collect, organise and represent data using pictograms, single
and multiple bar charts and simple pie charts
|
| 2. |
Read and interpret pictograms, single and multiple bar charts
and pie charts
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| 3. |
Compare and use simple data sets
- Personal data such as heights, ages, sports results
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| 4. |
Explore and calculate averages of simple data sets
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| 5. |
Use data sets to solve problems
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Strand Unit
Chance
| 1. |
Identify and list all possible outcomes of simple random
processes
|
| 2. |
Estimate the likelihood of occurrence of events
|
| 3. |
Construct and use frequency charts and tables
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